A challenge facing educators is to find ways to arrest and reverse the cumulative deficit in reading experienced by many students with learning disabilities. In this study, we evaluated the effect of a strategy intervention to increase the reading comprehension of eighth grade students with reading disabilities in intact junior high school classes (N = 98). Reading comprehension gains made by students taught a paraphrasing strategy (SIM) were compared to those of students who received conventional learning assistance (LA) and to a control group who participated in no extra intervention (No-LA). Over a year, the reading comprehension gains of students taught the paraphrasing strategy were significantly higher than those of students in LA, while attrition from the No-LA group was too high to prevent a valid comparison. Findings support the efficacy of using a strategy intervention to improve the reading comprehension of students with reading disabilities, and demonstrate that the intervention can be implemented effectively within the context of daily classroom instruction in a junior high school. The following are appended: (1) RAP of the Beaver Video (From Field Notes); (2) First Page of Bashir's Notes from the Breaver RAP; and (3) First Page of Bashir's Essay from the Beaver RAP. (Contains 6 tables.)